Reading Without Walls

Before we launch into today’s post, I’m sure you noticed I changed the name of the blog. Why did I do that?

Two reasons:

  1. I’m not bored anymore. I have a new job with lots of new exciting opportunities that have me revved up.
  2. I first got the name Teaching Academia in trying to narrow down what my YouTube channel should do. That channel has been all over the map, but I finally got a grip. I’ll be focusing on specific teaching tips you can use in academia. Think of the blog as extended discussions on teaching and learning which will include greater elaborations on how to teach than the videos.

The nice thing now is that the blog and the YouTube channel are in sync with each other. Each month I’ll be back to posting a review of new material from the channel (last Thursday of each month starting in May)

And now…on with the post!

Reading Without Walls

The other day I heard about this fabulous initiative from Gene Yang called Reading Without Walls. The idea is to get people reading more diverse books, and you can see the guidelines here. Although this is officially happening in the month of April, I thought I would take the idea and infuse it into my online classes for both fall and spring of the next academic year.

What’s really great about the rules of the challenge is that they could be implemented into any class. You could use them as is or tweak them as needed. For example, the rule, “Read a book about a topic you don’t know much about,” could be modified so that students are reading a book in an area they have minimal knowledge about but that fits into whatever subject area your class is on.

I’m teaching a class on adolescent literacy, so I’m asking the students to select young adult literature (any genre and any format) that adhere to Yang’s guidelines. I’m still working on the directions. However, there will be lots of options embedded within it so that students can dive into it deeply or just dip their toe in the water. My goal with this assignment is to use it:

  • use it as an opportunity to work in young adult literature; i previously did not have this as part of the course. i wanted to, but one course can only do so much; i like that i can connect the reading of young adult literature to a wider purpose
  • help expand students’ understandings of and experiences with YA literature. think of the opportunities that exist here in terms of students getting to select their own books and deepen their knowledge of your subject area; that’s too amazing to pass up!

Of course you might be wondering how I will know if people read the books. I simply said that students have to provide evidence that they read them, and they can do that however they wish.

Going Even Further with Booksnaps!

Earlier in the week I had started thinking about incorporating booksnaps into my class. I’m relatively new to the whole #booksnap thing, but as I understand it the basic idea is that you identify meaningful quotes from your text. You take a picture of these and put them into snapchat. That’s the gist of it.  The following video will show you a bit more:

What I chose to do was make this essentially a bonus aspect of the Reading Without Walls assignment. Although, technically, I could expand it out and allow students to do booksnaps with anything. For now, students create the booksnap in snapchat, share it on twitter (#booksnaps) and the compile a list of their booksnaps into Storify which they give to me at the end of the semester. I’m not requiring booksnaps because I know not everyone wants to use snapchat and twitter. It is an interesting way though to pick up extra points as a student.

And that’s it!

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One Year Ago

Two Years Ago

Documenting Customizable Pathways

Last week, I wrote about the concept of customizable pathway design in online learning. I ended the post by asking three questions:

  • How do we document this?
  • How do I know that students did what they said they would do?
  • How do I know what students are learning or need more help with?

Basically, while I was in love with the concept I was trying to get my head around how to enact it. Thankfully, Matt Crosslin over at EduGeek beat me to it and did some of the hard thinking for me! Matt wrote a great post on Creating a Self-Mapped Learning Pathway that offers some very specific ideas for how students can document what they decided to do within your course. Go read it and then come back here as I’m going to riff on it.

My First Thought: This Isn’t Really That Difficult

Matt’s examples about how students can document their learning are easy to implement. He suggests three tools: blog posts, Storify, and Hypothes.is. I would say think about your students here, there experiences, and where they are headed in the future. For example, if I had a student who already had a well developed blog or who really wanted to learn how to blog, then having that student utilize blog posts could work. I would at least want that to be an option. But, as Matt (correctly) notes, blog posts can be cumbersome because you – as the instructor – would have to be reading through multiple posts and trying to dig up the information you need. You could work around this by having the student pin relevant posts to a pinterest board.

My favorite tool from his list is Storify. It’s simple, and the student simply draws together a list of items with relevant documentation (links, photos, etc…). A blog post tends to encourage people to elaborate. Storify doesn’t do that. Students could make their initial map in Storify, publish it, and then return to it and edit it to add in the documentation showing they did what they said they would do.

Again, I don’t want to keep track of one student’s stories in Storify let alone 20+. I would create a private pinterest board for students to pin their published stories too. This lets me find them pretty easily.

My Second Thought: Creating Reflections

Matt talks about using Hypothes.is as a way to reflect on the path students created (either through Storify or a blog post). I think this also works well. If you see his example, you’ll notice that his reflections (you have to click on the yellow text) are short. He keeps them around a paragraph.

I think it’s very easy to take any single choice from the pathway and spend a lot of time creating a reflection on it. Maybe you would find that worthwhile, but for me I think keeping it short like Matt has done is the way to go. The other option I would consider is allowing students to make a video where they have their pathway as a screencast and then talk over what they did. I would limit that to five minutes.

The other thing to consider is how often do you want students reflecting on what they have done and if you want them to reflect on everything. I am not yet sure how many paths I would ask my students to create. But I do know that if they make reflections then I have to read reflections (or watch them if it’s a video). Keeping it short makes it easy for students to do even if they do multiple ones, but I think I would have to balance it out so it’s not overkill over the course of a semester.

This is, in part, what I will be playing with as I move forward in my design. One option I could immediately see is asking students to create a certain amount of  pathways but then choose a certain number to reflect on. For example, they created seven paths asking them to reflect on three or four. They could select, but they would need to reflect on the paths within a reasonable time of completing them (maybe within a week). The purpose of reflecting would obviously be lost if they were in the last week of the course and reflecting back on what they did in Week 2.

I’m really excited to have connected with Matt. Definitely go check out EduGeek Journal as I’ve found it to be inspirational for how I think about my teaching.

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One Year Ago

Two Years Ago

Three Years Ago

 

Taking An Online Course: Lessons Learned

While I am in the early stages of planning my online course, I am also in the middle of taking two of them! It made me wonder how many people who teach online courses have gotten the opportunity to take one? We’ve all taken plenty of face to face classes for years on end. Doing so has given us lots of opportunities to consider what we like or don’t like about that type of instruction. But I’m guessing most of us have had very limited opportunities to see what online classes look like and to experience different structures.

I didn’t seek out online classes because I wanted the experience of taking them. I happened to come across two that fit my professional needs and so I signed up for them. While I am learning content relevant to my needs in both courses, I am also taking the time to pay attention to how the instructors organize the courses and what kinds of experiences I get as a student. In today’s post I want to discuss some of the big ideas I have learned from one of them.

Background: The Twitter Masterminds

Twitter Masterminds is an online course developed by Mark Barnes (@markbarnes19 on twitter). The goal of the course is to help you become an expert at using twitter. This includes identifying relevant people to follow (and hopefully be followed by) and how to use twitter in more thoughtful and mindful ways.

I had found myself in a bit of a twitter rut. I enjoy using the tool. I’ve written a lot about how to use it in teaching. However, I was getting stuck in terms of finding good people to follow, building my followers, and I knew I wasn’t getting the most out of the tool. I took this course because I wanted to address these issues. FYI: It’s an amazing course, and I’ve gotten everything I wanted out of it and more. I’ll be reviewing it in a few weeks, but go here if you would like to take a closer look at it.

For the rest of this post, I want to talk to you about one of the big ideas I learned about how the course was structured and how I am thinking about it in terms of an academic/higher education context.

Self Paced: All The Content At Once

In Twitter Masterminds (TM), you get access to all the content at once. Having all the content at once is a bit like being turned loose in a candy store and saying you can eat anything you want however use please. While some things don’t look useful, most do. Most everything is exciting. You want it all, and you want it all at once.

Once I got over the fact that I had all this awesome, useful content available to me I calmed down and allowed myself to skim through it. I didn’t concentrate on anything too deeply at first. I allowed myself to flit in and out with no commitment. I didn’t focus on learning or using anything.

By giving myself time to play, I was able to understand what content was available to me and where I wanted to start my journey. Because all the content was available to me, and the course is self-paced, I was able to structure my experience however I wished. Although TM is structured around modules, and each module has multiple lessons, I could do the modules in any order I wanted and navigate back and forth as I saw fit.

For the most part, I made myself go through the modules in the order in which they were created. I assumed they were placed in that order for a specific reason. If I hit content I already knew or didn’t want to apply just yet then I skipped over it to return to later if needed.

What I Learned About Myself as a Student

Once I got settled into the TM course, I immediately identified a couple of skills I wanted to focus on developing in terms of getting better at twitter. At some point, I became aware that while I was actively applying what I had learned (and getting great benefit out of it!), I had stopped engaging with new content in the course. This is neither good nor bad. However, once I recognized this I started diving back into the modules (slowly) and working on learning more. I continued to apply what I was learning.

This structure of having all the content available is great if it is narrowly focused (which the course is; recall it’s focused on helping you become better at using twitter) and meets a specific need for the user (which of course it did for me or I would not have purchased it). Because I have learning goals, I could go into this space and utilize the teachings. I was also exposed to new ideas that I would never have thought of on my own.

My Take Aways for an Academic Course

In the TM course there is no deadline on learning. The course is mine to access forever. It’s just like if I went out and bought a book to help me learn something. In thinking about what I learned and how I might apply it to an academic course, I realized the following:

  • There is probably no need to release all the content at once. Doing so (to the tune of about 15 weeks worth of content) could be way overwhelming for any student. Releasing all the content at once around a very specific chunk of the course makes the most sense. TM has a good amount of content that is appropriate for the cost. An academic course would have significantly more content. A full release wouldn’t make sense (which got me thinking about how we release content in academic courses in general, but that is for another time).
  • Students need learning goals, and they need to set these for themselves. I came into the TM course with my own set of goals. The course helped me meet those goals as well as extend them. However, because I had my own goals I always felt empowered by how I approached the content and applied it. I usually ask my students what they want to learn in a course, but I never really do much with that information. I use it to get to know them better. If we are going to be studying something that links to one of their goals, I point it out. However, I don’t think it’s my job to do something with everyone’s goals. I do think I could do more to help students think about goal setting in ways that make sense for the course and empower them to realize them.
  • Having freedom to navigate the course and use the information to help me meet my goals was extremely helpful. So while I don’t think releasing all the content at once is the way to go for a 15 week academic course, I do think there’s something to consider here in terms of when and how people get access to content and helping them think about how they use it. I think people tend to use a syllabus in a linear manner, and I’d like to think about how to break that.

Next week I’ll be writing about lessons I have learned from a second online course I am taking. This course is structured much differently and my experiences with it are giving me a broader perspective on what it means to teach online.

One Year Ago

Two Years Ago

Now It’s Time to Teach Online

If you’ve been reading along for awhile, you know that I have never gotten to teach 100% online. However, it’s likely obvious that I have been dying to do that! And finally, starting in Fall 2017, I will get to do just that. And do you know how this came about?

It’s because I got myself a shiny new job, that’s how.

But for now, the thing to know is that in the 2017-2018 academic year I will have to teach two masters classes, and they will both be 100% online. The entire masters program is online, and I’m told the students (classroom teachers) are pretty good at navigating learning in an online context. My class will not be the first online class the students have ever taken. But it will be the first one I have ever taught.

Thinking About Community

I’ve written a lot on this blog about my use of digital tools, but I’ve written very little about teaching online specifically. My most recent post on the topic covered the importance of building community. While I obviously have to consider what I want students to learn, how they will demonstrate their learning, and so on…those things are all what I would consider in teaching any class in any context.

What I think is going to be extra critical with a 100% online class is building community. For the first time, I will have to figure out how to build relationships with people I may never see in person. And doing this is extremely critical. My classes tend to be spaces where I ask students – at all levels – to do things that tend to fall outside the norm of what they are used to in school. It is important that they have faith in themselves, but it’s also important that they trust me and trust in the process I am asking them to engage in,

So how do we do this? How do we build a solid online community within a course?

Well, I don’t know. I don’t really know how to do any of it, but I have ideas. And that’s what we’re going to start doing off and on around here – talking about how to put together an online course in a way that will (hopefully) build a strong classroom community while using online tools and learning in new and innovative ways. I’ll be documenting my thinking and the process of building this out. Then, once class starts up in the fall, we’ll see how it all goes!

Methods For Building an Online Community

There are plenty of ideas out there for building online communities at large (not necessarily online class communities). And some of these ideas are worth considering.

  • The Twitter Chat: I’ve used twitter in my teaching in a number of ways. Moving forward, I like the idea of a dedicated hashtag to discuss issues related to the course. However, I am thinking I will move off of using a straight up course hashtag. While this has worked fine in the past I think it might be nice to consider using one that fits inside a broader community. This way, we interact with each other but also directly with that broader community we belong to. I’m not looking for a super popular hashtag here (because I worry we would get lost in the mix) but one of moderate use.
  • The Discussion Board: I’m finding this comes up a lot in my research, but I’m not convinced of its merits. I don’t use them – haven’t even had the need to – but I suppose now I should consider it. The problem is I’ve examined how students approach leaving comments for one another on class blogs. While someone might write something substantive often the comments are not. This can be addressed through instruction and offering specific information on what comments/responses should look like. This is also very labor intensive in terms of reviewing for a grade. I’m not sure how it builds community.
  • Posting Introductions: Even if most people in the class know each other this is still useful. It’s obviously useful to me because I won’t know anyone. But it’s important we know something about who we are interacting with, and I think it’s important we know what each other looks like. So a video introduction – or a voice over on a picture – is critical for a start. I also think it’s important for me to do videos on a regular basis where people can see me.

This probably seemed like the most basic post ever. But, it’s definitely something I need to work out. I’m excited about the challenges online teaching is going to bring. It’s definitely going to push me to consider the what and how’s of teaching and learning, and I’m looking forward to documenting it here.

One Year Ago

Two Years Ago

Technology Use in Higher Education

Recently, I read this great post/document on the challenges of advancing digital literacy in higher education.  You can see the blog post here and get access to the full report here. There are a number of important points the report makes, but the one that struck me the most was this:

“A 2016 Pew Research Center’s study indicates that the digital divide in the US is no longer just about access to technology but rather fluency in using it. Socio-economic status is certainly a factor with low-income households unable to afford high-speed broadband and the latest devices, but only 17% of adults report being active learners who are “confident in their ability to use digital tools to pursue learning.” Indeed, the productive and innovative use of technology encompasses 21st century skills that are vital for being successful in the workplace and beyond. Higher education institutions must prepare students for a future where learning new digital tools is an intuitive process.”

The digital divide has normally been discussed in terms of people who have access to technology and people who don’t (or who have limited access). This could happen for many reasons but the most prominent ones are socio-economic status and where you live (urban, rural, etc…).  But, as is noted above, now we have this added layer of those who know how to use it and those who do not (or who are limited in their technology use). And within the group of people who know how to use technology we now must consider what we use that technology for when we use it in our teaching. From the report:

“While the first wave of campus technology, such as learning management systems, supported one-way communication from the institution or instructor to students, the latest incarnation of educational technology emphasizes two-way communication along with content creation — cornerstones of digital literacy.”

Think about it…what does technology in higher education typically do? Are what does the technology you are encouraged to use allow you to do? You probably have a learner management system (LMS) where you can post information and have discussion threads. You can use, as I have done, apps like Remind where you can text information to your class or to a specific student (so much better than email unless you have a lot to say). I also use Wikispaces to house my syllabi.

digital-toolsThese tools all have there benefits and drawbacks like anything else. However, at there core it’s all about communication. You use the LMS to post your syllabi (side note: I’m only guessing at what you use your LMS for; I actually don’t use one by choice because I found it to be terrible). You might have discussions on your LMS, but that still falls under communication that is mostly one-sided and in no way about content creation – I assume.

Moving Into Content Creation: What Does It Mean in Higher Education?

If we agree that content creation is a critical aspect of being digitally literate, then we have to come to terms with some things:

Students of all levels and ages do not come to class digitally literate.

They just don’t. You cannot assume that because someone is of a certain age that this has implications for what they do/do not know and can/cannot do. In general, what I have found is that most of the students I work with would not be considered digitally literate. Yes, they have some digital skills. Yes, some are digitally literate. But most are not, and it is common for students to panic when use of digital tools are a core feature of a course. Add in a layer of content creation via digital tools….someone is going to have a panic attack. Just be prepared for it to happen.

If you use digital tools, you will have to provide some support. Sometimes it’s in a how-to form. Sometimes it’s reminding people they can google things. Sometimes it’s emotional support.

Faculty Probably Do Not Have the Skill Set Either

From where I sit, most faculty would not be considered digitally literate. This is not necessarily an issue. Because, like the students, anyone can learn. Where the problem lies is when faculty want to ignore becoming digitally literate and/or flat out do not want to learn. It is helpful to have a certain level of interest. Because this kind of work requires a shift in thinking. It’s not just about learning how to use a tool. That is certainly a piece of it. But then there is this notion that how you use the tool in your teaching is important. Can you use it for 1:1 communication? Sure. That’s not hard and requires little, if any, shift in thinking. Can you use it for content creation? That requires a shift because….

Content Creation Requires a Major Shift in Education

Content creation comes with it what is noted in the report as “creative literacy.” It requires shiftteachers and students to be able to use digital tools to access information but that, as a result, lead to students creating better content. This means that faculty have to shift off the model of giving quizzes/exams/papers. I’m not saying don’t do any of that. But if that’s all you do then getting to this point is going to happen slowly – and that’s ok. The traditional model of what class looks like, what the role of the instructor is, and what students do will shift.

Additionally, shifting students from passive consumers of content (take the test and then move on or even forget the information) can result in some resistance. Resistance may not be a fair or accurate term. It’s my interpretation of some of the behaviors I’ve seen when I’ve asked students to do things differently in classes. Different could range from simply using digital tools to communicate information to having students create and share their work publicly. For the record, I’ve had students tell me they learn more when asked to use digital tools to create content. But I’ve also had them tell me that they would prefer to learn in a traditional, passive manner even though they believe they would learn less. Why? They say it’s more comfortable. Apparently they are willing to learn less and remain comfortable if given the option.

What Does This Mean?

First, go read the report. It will get you thinking.

Second, take a look at Bryan Alexander’s (one of the reports authors) page. One of the things he offers is a great sounding book club. I know I’m gonna start participating in it.

Third, be realistic about what changes you can make in your instruction to support a digitally literate environment. The report outlines three different models and discusses what it means to take them up in practice. You don’t need to shift into content creation mode. It’s a gradual development (I think).

Finally, don’t expect everyone to cheer you on if this isn’t the norm at your university or the particular program you work in. Doing this work means shifting your practice. Not everyone will get it. Some of your students will be very excited but, again, not all of them will. Some will flat out hate it because it is so different that they become uncomfortable. You will be pushing boundaries, and that is what is so very exciting.

One Year Ago Today

Two Years Ago Today

 

Citation

Alexander, B., Adams Becker, S., and Cummins, M. (2016). Digital Literacy: An NMC Horizon Project Strategic Brief. Volume 3.3, October 2016. Austin, Texas: The New Media Consortium.

New Assignment: Social Networking

In one of my fall masters level classes, I have a new assignment (aka quest) that I’m calling Social Networking. This is my attempt to get the teachers in the course to think about how they might use social networking tools. It is also an optional quest. This fall, I have three required quests and then (currently) four optional ones. I’ll discuss the structure of the course in my next post. Today I wanted to share this particular quest.

The Directions 

The Social Networking quest gives you the opportunity to apply one or more social networking tools to your instruction. Any social networking app is valid here. Possible ones to consider are:

  • Pinterest (note: you must move beyond having a board and pinning ideas for lessons)
  • Facebook/EdModo
  • Twitter
  • Instagram
  • Snapchat
  • Vine

If you wish to use an app that is not on this list, please ask me about it first.

What To Do

  1. Identify one social networking app that is of interest to you. This will be the app you use for this quest.
  2. Once you identify the app, write up your general plan for how you are thinking about using it in your instruction.
  3. Your plan should be posted as a blog post. This allows everyone to benefit from your ideas and provide input that might help you. This should be posted no later than the week of 9/19.
  4. Enact your plan. Modify it as needed. Your plan is a way to get started. You are not locked into it.
  5. Share what you are doing and how it is going on the following in class dates: 10/10 and 11/28
  6. One final blog post must be about your project. This post should go live the week of 12/5. You are free to blog about your project as much as you want in between.

How Might You Use These Tools in Your Instruction?

Some possibilities:
10 Ways to Use Pinterest in the Classroom
How Educators are Using Pinterest to Showcase Curation
A Teacher Tries Snapchat to Engage Students
Snapchat and Vines in the Classroom
10 Ways to Use Instagram in the Classroom
Using Instagram as a Classroom Tool
50 Ways to Use Twitter in the Classroom
25 Top Ways Teachers Use Twitter in the Classroom
The Top 5 Ways to Use Facebook in Your Classroom
Teaching Digital Kids (Facebook)

Action XP
Identify App 1000
Write Up Plan & Post 6000
1st Share Session 10,000
2nd Share Session 22,000
Final Blog Post 40,000
Total Possible 79,000

Note: When writing a blog post for this quest, you get XP based on the blogging XP scale. For example, if this was your second post you would receive 2000 XP. You could also receive 500 bonus points for including pictures/video/links/etc….If this was your second post during a week, you would receive the appropriate bonus points. Blog posts for this quest must follow the requirements for blogging and have 500-1500 words in a post. These posts still need to be scheduled, and you must note that you have scheduled them on the sign-up sheet.

My General Reflections

First, teachers are going to be required to blog, and there will be XP related to blogging. So that’s why they can get some extra XP when they have to write a post for this particular quest. Second, I think there are a few different ways teachers can think about this assignment. They can think about how they personally use a tool in some manner related to their teaching. They can also think about if it makes sense to have their students use a tool and then document what that looks like. Or a combination of both. I tried to write the directions so they would give just enough guidance for teachers to get launched without being overly restrictive. I want freedom for creativity here.

I have no idea if someone will take up this quest. It really is optional, and the needed XP can be obtained by engaging in other optional quests or by digging in deep to the required ones where I have opportunities for bonus XP for people who go above and beyond the basics. I’m hoping someone takes it up though so I can see what it looks like in action.

Two Years Ago

One Year Ago

 

Twitter Chat Follow-Up

Last week, I wrote about having an extended twitter chat with my students. This week, I wanted to follow up with what I learned from it. Keep in mind that the chat was not required, and I did not publicize it to my students beyond posting an announcement about it on twitter. There was a link they could follow to access directions (see last week’s post for the directions).

The Basics

Six students participated to varying degrees. Four students participated all six days. One student participated for five, and one for just the first three. Combined, they tweeted 141 times – an average of 24 tweets per person – or four a day over six days. That’s not too bad.

What I Noticed 

Students typically came on and did all their tweets at once in a row. For example, if a student had 10 tweets for a given day, those were usually stacked on top of each other. So I’m guessing that for most of them they came in, read the question, and then responded X amount of times, and then left.

Initially, students were tweeting what they thought. However, as the week went on students began to link more to outside sources. Students did not interact with each other. Now, to be fair, this could have been a function of the directions. What I encouraged in my directions was for students to tweet responses in relation to a question. I did not encourage them to interact with each other. I’m not even sure to what extent they read what others tweeted about. I am sure they read some of it – but most likely they read whatever was at the top of the feed if they read anything (I’m guessing).

Questions I Have

I like the idea of having an extended twitter chat during the week. I don’t think we need to do it every week – particularly for a class that meets F2F every week. If this was an online class then I might do this every week or every other week.

The question, for me, becomes how do I get students to engage in more of a chat without getting overly prescriptive with the directions? When it came time to assign XP for the chat, I found it to be easy. I identified everyone who participated first. Then, I went through and counted how many tweets they provided in a day. Noting days was easy because I released a new question every morning at 8:00. So a day was what happened between questions. Once I had the tweets counted I assigned points. This took maybe 20 minutes to do.

However, assigning points was easy because it was based on number of tweets in a given day. I didn’t get into things like if you spoke to another student and started a thread in twitter. And obviously, that’s ideal. I can come in (and I did now and then) and make a comment to a student, and that comment would be acknowledged, but how do we push past this and make it an actual conversation?

When I have chats in a bounded time frame – that are live – I find this to be much easier. People are addressing the question and addressing each other. It functions a lot more like a real question markconversation. Overall, I think we had a good start here, but I’d like to push on this a bit more. Maybe the next step is to move beyond counting (counting kind of sucks and promotes volume which isn’t always bad but isn’t always great either).

I’m wondering if the next step is to have an extended chat around a central question for a set number of days. My course has a central question for each session, and so we could use one of those. Take the question, chat about it, and then create a representation of what you learned via storify. This would include tweets your classmates did and tweets that were relevant on the topic but that came from others. That wouldn’t necessarily force interactions on twitter, but it could be more engaging. It moves us away from counting.

That’s not to say this first chat was bad. I actually might keep something like it in place for the future as a warm-up kind of activity. It’s potentially a good introductory quest for twitter. I’m going to go think on this some.

One Year Ago Today